Пщручник для 11 класу загальноосвггжх навчальних закладйв. Р1вень стандарту

Рекомендовано М/нютерством oceimu i неуки Украши

Англмською та украУнською мовами

Видано за рахунок дсржавних коигпв. Продаж заборонений.

Редактора /гор Микол re. Натал1я Батрин Художники Любомир Бвйгер, Петро Тирпак Дизайн i комп'ютерна верстка Андрш Костишин, Мар яна Тераз

Здамо до набору 14.01.2011. Пщписано до друху 11.06 2011 Формат 70x100 1/16. Гарнггура Apian Патр офсетний Друк офсетний Умоем друк арк. 24,05. Обл.-вид.арк. 25,5.

Тираж 104 050 прим. Зам Ne 11-0179

ТэОВ “Видавництво "Астон"

46006, М. Тернопть, вул. Гайова, 8 Свщоцтво про внесения до Державного реестру суб’ектш видавничо! справи tp Ne 28 вщ 9.06.2005 р.

В1ддруковано з готових д1апозитив1в ТОВ «ПЕТ»

Св. ДК Ne 3179 вщ 08.05.2008 р.

61024. М. Харюв, вул ОльмЫського. 17.

SELF-ASSESSMENT GRID

SPOKEN PRODUCTION

I can use simple phrases and sentences to describe where I live and people I know

A1

I can express myself with simple connected sentences to give a short

A1+ simple description of myself and my environment. I can talk about what I can see in a picture and describe other people.

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions.

A2 my educational background and my present or most recent school.

WRITING

I can write a short, simple postcard, for example, sending holiday greetings. I can fill in forms with personal details, for example, entering my name, nationality and address on a hotel registration form.

I can copy words, sentences without mistakes, write names of countries, buildings and food I can write short connected paragraph about myself, my place and my family.

I can wnte short, simple notes and messages. I can write a very simple personal tetter, for example, thanking someone for something.

I can express myself in monologue to talk about my feelings, everyday aspects of my environment (people, local area, study) A2¹ using simple language tools.

I can write short simple texts, create messages to describe the topic, problem, etc. I can descnbe my dreams, hopes and expectations.

I can connect phrases in a simple way in order to descnbe experiences and events, my dreams, hopes and ambitions. I can B1 briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

I can talk about my own experience, describe my attitude to the events. I can _B1+ make short presentations and reports, followed by my comments and conclusions.

I can present clear, detailed descriptions on a wide range of subjects related to my field of interest I can explain a viewpoint B2 on a topical issue giving the advantages and disadvantages of various options.

I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

I can write short reports and explanations with simple structure within field of my direct charge. I can write simple clearly structured texts, make a summary, argumentation of my doing or views

1. can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.

1. REVISION CHECKLISTS

   ESSAY STRUCTURE

• Introduction: Does the introductory paragraph have both general statements and a clear thesis statement?

• Body: Is the method of ordering / organisation appropriate for the topic?

• Conclusion: Does the concluding paragraph have both concluding sentence(s) and a final comment?

• Transitions: Are transitional words and phrases between body paragraphs used correctly and effectively? (coherence)

2. PARAGRAPH STRUCTURE

• Topic sentence: Does each paragraph have a topic sentence? Does each topic sentence have a controlling idea?

• Supporting sentences: Do supporting sentences give enough details to explain each point? Are transitional words and phrases used correctly and effectively?

• Concluding sentences: Is a concluding sentence used (if necessary)?

3. SENTENCE STRUCTURE

• Are all the sentences clear? (expressing a complete thought?)

• Does the paragraph comprise different types of sentences? (simple, compound and complex sentences)

4. EDITING

• Are there any mistakes in grammar or mechanics? (spelling, punctuation and capitalization, etc.)

1. PARAGRAPH STUCTURE

• Is there a clear topic sentence? Does it contain a controlling idea?

• Do the supporting sentences clearly and fully explain the mam idea?

• Is there an appropriate concluding sentence?

• Does the paragraph have the correct ordering? (chronological, spatial or logical)

• Does the paragraph have: unity, completeness, coherence? (appropriate transitional words and phrases)

2. SENTENCE STRUCTURE

• Are all the sentences clear? (expressing a complete thought)

• Does the paragraph comprise different types of sentences? (simple, compound and complex sentences)

3. GRAMMAR AND MECHANICS

Навчально-методичний комплект для 11-го класу загальноосвпких навчальних закладт. Р|вень стандарту.

До комплекту входять:

• пщручник

• робочий зошит

• аудюдодаток

• методичний поабник

BBiNi A STUDENT

I

INDEPENDENT

Research shows that language learners who make the most progress are those who are prepared to take responsibility for their own learning. This is known as independent or autonomous learning. But what does this actually involve?

(T) a) Think and say who is the best in your class in the following subjects:

• Biology • Literature

• English • Physics

• Maths • History

• Chemistry • Music?

• Geography